Thesis (M.A.)--Jāmi'at Bayrūt al-'Arabiyah, 1977. / Added t.p.: The class structure of Palestinians in Lebanon. Summary in English. Bibliography: p. 349-358.

Thesis (M.A.)--Jāmiʻat Bayrūt al-ʻArabīyah, 1977. / Added t.p.: The class structure of Palestinians in Lebanon. Summary in English. Includes bibliographical references (p. 349-358).

Thesis (M.A.)--Baylor University, 2005. / Includes bibliographical references (p. 177-198).

Not available / text

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references (leaves 270-285). Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, Dec. 2004. / Thesis Advisor(s): Barak A. Salmoni. Includes bibliographical references (p. 63-66). Also available online.

This dissertation analyzes the limits of international human rights law (IHRL) in the Arab region. It examines two case studies representing opposing ends of the human rights spectrum. The first focuses on Tunisia, understood to be the only democratic and free country in the region, while the second pertains to the occupied Palestinian territories, which continues to endure the longest territorial occupation in modern history. These two cases illustrate circumstances under which extralegal strategies for diminishing human suffering become not only possible but necessary. In both contexts, arguments rooted in the normative logic of international human rights law have failed and its formal legal and procedural mechanisms have been exhausted. This dissertation seeks to examine precisely the extralegal and sometimes radical logics that have arisen in this new liminal space as alternatives to and complements of the formal structures of IHRL.

The present thesis seeks to understand and explain the rhetoric and behaviour of the rejectionist 'current' within the Palestinian national movement. It proceeds from the view that extant scholarship, primarily from within the fields of terrorism and security studies, has profoundly misunderstood rejectionist speech and behaviour by ignoring the explanatory capacity of Emic - the research subject's perception - as well as the influence of the sociocultural milieu within which rejectionism exists. The thesis proceeds to set up a 'socioculturally sensitive' analytical framework drawn from social identity theory, a heuristic, non-reductionist model for understanding group interaction and conflict. Emphasizing cultural norms and cues identified by anthropologists as salient in the eastern Mediterranean, the thesis suggests that the social value of honour, patron-client dynamics and a firmly entrenched group orientation must be significant elements of a model for understanding rejectionist behaviour. The main analytical narrative suggests that for reasons derived from ideology, patron-client relations and group dynamics, what has distinguished the rejectionists from the mainstream have been a qualitatively different set of preconditions for, and objectives of diplomatic negotiations. To the main rejectionist factions the goal of liberating Palestine has always been inextricably intertwined with the goal of restoring national honour; one without the other has been impossible and to claim otherwise would mean a depletion of factional and personal honour. To the rejectionists, there has never been any question of deviating from the fundamental goals - national recognition, repatriation, self-determination and independent statehood, not even for tactical reasons. This 'higher standard' likely derives from their structurally and politically subordinate position within the national movement, and the need to creatively enhance their own social status and appeal.

Living in the United States creates unique challenges in biliteracy and bilingualism for the Arab family. While extant literature provides insight into the literacy interactions and experiences of families from many other cultures now living in the U.S. , there is next to nothing regarding the Arab family literacy experience. Thus, knowledge about the literacy activities Arab families engage in as they gain access to and knowledge of a new culture and language is important. The purpose of this study was to investigate and describe the literacy practices of the Arab families raising bilingual and biliterate children in the U.S. This study , using methodology based on ethnographic approaches, investigated the literacy events, behaviors and interactions which occurred within one Arab family over a 16-week period. A second group of participants were 5 other Arab families living in the U.S. Data sources included video and audio recordings, field notes, observations, journals, informal interviews, and artifacts of children's literacy. The researcher and the participants engaged as co-participants in the research. Findings showed that driving factors behind home literacy practices were religious beliefs and the imminence of return to the home country. Arab mothers were found to yield a heavy influence on the pursuit of literacy, as well as the consistency of literacy learning events in the home. Findings should contribute to helping parents of children with different cultural backgrounds and languages provide the most effective types of support in the home instruction to develop fluency in both the new and the primary language. Information gathered would also help teachers bring together these children with their peers and the subject matter to create a positive synergy wherein all learners can be successful.

My dissertation examines literary portraits of education in French- and Arabic-language literature from the Maghreb. The texts that I study recount their protagonists' experience, as students or teachers, in the school system following independence in Morocco, Algeria and Tunisia. I focus, in particular, on debates relating to the "Arabization" of education. Arabizing education in the Maghreb was considered a fundamental act of decolonization, yet its promotion of a single national language provoked much criticism. I examine how authors use literary depictions of the classroom to treat critical topics surrounding language policy, national identity projects, the legacy of the colonial past, and the future of the education system. The chapters of this work explore four critical issues in discussions of education: the relationship between "colonial" and "postcolonial" education systems, the place of Amazigh (Berber) minorities in an Arabized education system, the effect of education on gender dynamics, and the "economics of education" which exclude many students from social mobility. This work examines thirteen literary texts, seven written in French and six in Arabic: `Abd al-Ghani Abu al-`Azm's Al Darih and Al al Darih al-akhar, Leila Abouzeid's Ruju' ila al-tufulah and Al- Fasl al-Akhir, Wahmed Ben Younes's Yemma, Karima Berger's L'enfant des deux mondes, Maissa Bey's Bleu blanc vert, Wahiba Khiari's Nos silences, Fouad Laroui's "L'Etrange affaire du cahier bounni," Mohamed Nedali's Grâce à Jean de la Fontaine!, Brick Oussaïd's Les coquelicots de l'oriental, Habib Selmi's Jabal al-`anz, and Zohr Wanissi's Min Yawmiyat Mudarrisah Hurrah. I adopt a comparative disciplinary approach, connecting the literary form of works to a larger discussion of the social roles of literature. I argue that the texts I examine are all concerned with the tension inherent in using the literary form to engage in discussion, and often critique, of the educational institutions that provide conditions for literature's existence. My dissertation elucidates the stakes of this complicated relationship between education and literature in the Maghreb, asking how it is continuing to evolve. There is a marked anxiety in each of these works as to whether the student will become a reader of the literary text. This anxiety colors approaches to all of the issues that surround education, and brings into question the place of literature in contemporary Maghrebi cultures.